The development of temporal-spatial meaning in personal recounts of beginning L2 writers of German

Crane, Cori; Malloy, Michael P.

doi:10.1016/j.system.2021.102498

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…One study focused on the paragraph level, particularly, introductions to research articles (Khaw & Tan, 2020). For this SLR, regarding the types of genres studied in these selected articles, we employed the classification of classroom genres proposed by Derewianka (2003): recounts (Abdel-Malek, 2020; Allen & Paesani, 2022; Crane & Malloy, 2021; de Oliveira & Lan, 2014; Donthu et al, 2021; Kindenberg, 2022; Mingsakoon & Srinon, 2018), research articles (Dong & Lu, 2020; Giraldo, 2019; Hasan, 1996; Li & Flowerdew, 2020; Mizumoto et al, 2017; Morell & Pastor Cesteros, 2019; Negretti, 2021; Negretti & McGrath, 2018; Zhang, 2018), narratives (Mauludin, 2020), expositions (Kongpetch, 2006), and some others, for instance, emails and letters (Changpueng, 2012; Truong, 2017), university application letters (Myskow & Gordon, 2009), critical literacy (Guerra-Lyons & Mendinueta, 2020), professional reflective writing (Heron & Corradini, 2020; Pérez-Llantada, 2018; Read & Michaud, 2015), research grant proposals (Flowerdew, 2016), and testing purposes (Shi et al, 2017) (details in Appendix A).…”

Section: Resultsmentioning

confidence: 99%

“…As in Figure 7, this network contained nine nodes and two links. Each node’s size represents the number of articles published in the country from 2003 to 2021, indicating that the nations making critical contributions were the United States, Australia, China, Sweden, and England (Abdel-Malek, 2020; Crane & Malloy, 2021; Heron & Corradini, 2020; Kindenberg, 2022; Shi et al, 2017). The United States produced the most significant number of publications (Abdel-Malek, 2020), but very few papers were published worldwide in the past 19 years.…”

Section: Resultsmentioning

confidence: 99%

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Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses

Zhai

Razali

2023

SAGE Open

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In the last 19 years (2003–2021), research on genre-based approaches (GBAs) to writing pedagogy has been accumulating in the fields of English as a second language (ESL) and English as a foreign language (EFL). This review mapped existing literature to identify research trends and provide a research agenda for future GBAs. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and identified 52 published articles and 2 unpublished doctoral theses via a structured keyword search on Web of Science, Scopus, ERIC, Google Scholar, and ProQuest in the fields of teaching English to speakers of other languages, language learning, and education. The results show that GBA is now widely used in teaching English academic writing to ESL/EFL tertiary/graduate students. The main research findings include: (1) the top five countries in the number of paper publications are China (i.e., five), the United States (i.e., five), Japan (e.g., 4), Thailand (e.g., four), and Sweden (e.g., four); (2) the top four authors in the number of paper publications are Hyland (i.e., two), Lu (i.e., two), Negretti (i.e., two), and Pineh (i.e., two); and (3) the top three most strengthen keywords are writing pedagogy, genre-based approach, and English for academic purpose. This study also discusses the theoretical and practical implications.

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